Module Details
| Module Code: |
EDUC7023 |
| Title: |
Pers & Prof Dev: Becoming
|
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Long Title:
|
Pers & Prof Dev: Becoming
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| NFQ Level: |
Intermediate |
| Valid From: |
Semester 1 - 2023/24 ( September 2023 ) |
| Field of Study: |
1420 - Education Studies
|
| Module Description: |
This module is designed to support the student in furthering their understanding of themselves as an individual and as a student practitioner in early childhood education and care and school age childcare. Explorations include assertiveness, integrity, code of ethics, and the values, competencies and practices integral to the work of the practitioner. Learning will be experiential in nature; therefore, regular class attendance is required to successfully complete the assessment components.
|
| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Develop reflective practice to enhance both personal and professional awareness. |
| LO2 |
Communicate and participate as an active and engaged team member. |
| LO3 |
Practice and evaluate a range of skills, relevant to the ECEC profession, during small group interactions in class. |
| LO4 |
Evaluate policies and procedures as relevant to ECEC practice. |
| LO5 |
Plan appropriate and inclusive learning environments that promote infants’, toddlers’ and young children's development and well-being. |
| Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
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| No incompatible modules listed |
Co-requisite Modules
|
| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
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| No requirements listed |
| Indicative Content |
|
Personal Development
Assertiveness; self-understanding; self-responsibility – responsibility, integrity, trustworthiness; being proactive; visualisation; prioritising; early childhood role models - identification and reflection; identity & belonging, well-being, communicating, exploring and thinking themes in relation to self; personal values and ethics.
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Professional Development
Professional ethics – analysing code of ethics and code of professional responsibilities in relation to professional practice placement.
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Professional skills, dispositions and attitudes
Exploring effectiveness and how to be effective; enabling children to learn; observation methods and documentation; plan, document and evaluate provocations to provide learning opportunities, with due regard to the national practice frameworks, guidelines and regulations; being a reflective practitioner - documenting reflective practice, deepening reflective practice; working as part of a team; professional communication; decision making; negotiation skills; effective conflict resolution - children and colleagues; working ethically; valuing diversity; evaluating policies and procedures.
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Module Content & Assessment
|
| Assessment Breakdown | % |
|---|
| Coursework | 100.00% |
Assessments
| No End of Module Formal Examination |
| Reassessment Requirement |
Repeat the module
The assessment of this module is inextricably linked to the delivery. The student must reattend the module in its entirety in order to be reassessed.
|
The University reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Lecture and discussion |
Every Week |
1.00 |
1 |
| Tutorial |
Contact |
Discussion and skills development groups |
Every Week |
2.00 |
2 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Independent and guided research and reading |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
| Workload: Part Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Lecture and discussion |
Every Week |
1.00 |
1 |
| Tutorial |
Contact |
Discussion and skills development groups |
Every Week |
2.00 |
2 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Independent and guided research and reading |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
|
Module Resources
|
| Recommended Book Resources |
|---|
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Colwell, J., et al. (2015), Reflective Teaching in Early Education, Bloomsbury Publishing Plc, London, [ISBN: 9781441172044].
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Masters & Wallace. (2011), Personal Development: for life and work, South-Western, Cengage Learning, Ohio, [ISBN: 9780538450232].
| | Recommended Article/Paper Resources |
|---|
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Tusla. (2018), Quality and Regulatory Framework: Full
Day Care Service and Part-Time Day Care
Service,
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Government of Ireland. (2019), First 5 A Whole-of-Government Strategy
for Babies, Young Children and their
Families 2019 -2028,
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Moloney, M.. (2020), Code of Professional Responsibilities
and Code of Ethics for Early Years
Educators,
| | Supplementary Article/Paper Resources |
|---|
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Government of Ireland. (2016), Child Care Act 1991 (Early Years
Services) Regulations 2016, [ISSN: 978140645],
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Government of Ireland. (2016), Child Care Act 1991 (Early Years
Services) (Amendment) Regulations 2016, [ISSN: 978140645],
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Government of Ireland. (2018), Child Care Act 1991 (Early Years
Services) (Registration of School Age
Services) Regulations 2018, [ISSN: 978144687],
| | Other Resources |
|---|
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Website, Better Start: National Early Years
Quality Development Service. Early Childhood Resources, Ireland,
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Website, Tusla. Early Childhood Resources, Ireland,
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Website, Department of Children and Youth Affairs. Early Childhood Resources, Ireland,
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Website, Department of Education and Skills. Early Childhood Resources, Ireland,
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Website, Access and Inclusion Model, Ireland,
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Website, Department of Children and Youth Affairs. (2016), Diversity, Equality and Inclusion
Charter and Guidelines for ECCE, Ireland,
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Website, Tusla. Tusla: Children First E-Learning
Programme, Ireland,
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Website, CECDE. Siolta and related resources, Ireland,
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Website, NCCA. Aistear and related resources, Ireland,
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